6th Grade Qtr 3

Quarter 3: Foundations of Western Ideas
Hebrews and Judaism, Ancient Greece, Sparta, Athens, Persia

Standards	Content The Big Idea: The ancient Greeks created great myths and works of literature that influence the way we speak, write and live today. The Ancient Greeks made lasting contributions in the arts, philosophy and science.	SKill	Activities	Assessment
RL.6.1, RL.6.2, RL.6.3, RL6.4, RL.6.5, RL.6.6, RL.6.9	Literary Text	Cite textual Evidence Analyze explicit meanings Draw inferences Determine theme Provide objective summary Identify plot development Describe Character development Determine Figurative and Connotative meaning Analyze word choice Analyze structure of text Explain use of Point of View	Suggested Reading: Aesops Fables Illiad Odyssey	Formative Assessments: Quiz, Ticket-out-the door, Quick write, Survey, Likert scale, observation, visual timeline, scrapbook, RAFT
RI.6.1, RI.6.2, RI.6.3, RI.6.4, RI.6.5. RI.6.6, RI.6.7 RI.6.8 RI.6.9	Non-Fiction Text	Cite textual evidence Analyze texts explicit and inferential meaning Determine Central idea Analyze how key elements are introduced, illustrated and elaborated Determine figurative, connotative and technical meaning Analyze how structure contributes to idea development Determine point of view and purpose Integrate information presented in different media and formats	Suggested Reading: "Sophocles" by Ed Downey "Homer Who?" by Anthony Kugler "The has it" By Anthony Kugler	Summative Assessment in the style of the current state testing done in conjunction with Social Studies.
W.6.4, W.6.5, W.6.6, w.6.7, W.6.9, W.6.10, W.6.1, W.6.8	Argumentative Writing	Development, organization and style are appropriate to task, purpose and audience Planning, editing, revising Use technology to produce and publish writing Collaboration Write argument Introduce claims from opposing view points Organize reasons and evidence logically Use accurate and credible sources Clarify relationships among claims, counter claims, reasons and evidence Formal style Concluding statement	1. Task Definition: Use of graphs, interest surveys, KWL, etc 2. Information seeking strategies: OPAC, Infohio, databases, Google Scholar, Websites 3. Location and Access: Evaluation of sources, plagerism, citation 4. Use of information: paraphrase, summarize, creative commons 5. Sythesis: Prezi, PPT, Moviemaker, website creation, Publisher, glogster, 6. Evaluation	Students will continue their research into Greek culture by forming an argument as to which of the Greek city states was the most important to history or which one provided a better life for its citizens.
SL.6.1, SL.6.5, SL.6.6 SL.6.3 SL.6.4	Speaking and Listening	Engage in collaborative discussions Expressing ideas clearly Use researched material during discussions Set goals Meet deadlines Follow discussion protocol Pose relevant questions Respond to others Qualify and justify views Integrate multimedia and visual displays into presentations Adapt speech to audience and purpose Delineate a speakers arguments and claims Use of relevant evidence, valid reasoning and well chosen detail Eye contact, volume and pronunciation	Peer Revision Groups Students participate in creating a rubric or grading criterion. Students create a production schedule.	Participate in a Lincoln Douglas style debate
L.6.1, L.6.2, L.6.3, L.6.4, L.6.5, L.6.6	Language	Use of standard English in writing and speaking Explain the function of verbals ( Gerunds, participles and infinitives Use verbs in passive and active voice Use verbs in indicative, imperative, interrogative conditional and subjunctive mood Use correct Capitalization, punctuation and spelling Use coma, ellipsis and dash Use verbs in the conditional and subjunctive mood Determine the meaning of a word by using a range of strategies Using context clues Use common Greek and Latin affixes and roots to understand meaning Know how to use dictionaries, glossaries and thesauruses to clarify meaning, determine pronunciation and part of speech Figurative language Figures of speech Use grade appropriate vocabulary	Revision and Deep Revision techniques Example: Students write a letter from one source author to another. Students identify all passive verbs in essay and change to active. Student write a persusive text such as a commercial or editorial. Students identify overused words and use a thesarus to improve their word usage. Students identify any uses of idiom, cliche, analogies, allusions and other figurative language in their writing. Ask them to say rewrite without using figurative language and then make a determination which is better.